The Impact Of Positive Behavior Interventions And Supports On Attendance Rates And Office Discipline Referrals At The Middle School Level PDF Download
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| Author | : Amy Gill |
| Publisher | : |
| Total Pages | : 114 |
| Release | : 2017 |
| Genre | : Academic achievement |
| ISBN | : |
Download The Impact of Positive Behavior Interventions and Supports on Attendance Rates and Office Discipline Referrals at the Middle School Level Book in PDF, ePub and Kindle
When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.
| Author | : Sheryl R. Debity |
| Publisher | : |
| Total Pages | : 107 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
Download The Impact of Positive Behavior Interventions on Students Transitioning to Middle School Book in PDF, ePub and Kindle
Educators are challenged with implementing an effective discipline plan that will maintain a safe and orderly learning environment, while keeping students in class and engaged and improving their students’ performance. One program that educators have begun implementing to address these concerns is Positive Behavioral Intervention and Support (PBIS); however, challenges, including time constraints and availability of resources, have impeded the success of implementation. In this study, the researcher compared TNReady student achievement scores, attendance rates, and office discipline referrals at a middle school with an established PBIS program and a non-PBIS middle school over a three-year period. The quantitative results of this study enabled the researcher to determine that there were statistically significant differences found during the years of the study in TNReady math achievement scores, attendance rates, and office discipline referrals for sixth grade students; however, no statistically significant differences were found for TNReady English language arts achievement scores.
| Author | : Lori Jones Franks |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2020 |
| Genre | : School discipline |
| ISBN | : |
Download Effects of Positive Behavior Intervention and Support Levels on Office Discipline Referrals Book in PDF, ePub and Kindle
This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.
| Author | : Eileen Frances O'Neil |
| Publisher | : |
| Total Pages | : 128 |
| Release | : 2017 |
| Genre | : School discipline |
| ISBN | : |
Download The Effect of School-Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations Book in PDF, ePub and Kindle
Despite the ongoing debate and attention given to the achievement gap between racial groups there has been little progress in closing it. A factor that may be contributing to the achievement gap is a racial discipline gap in schools. Exclusionary discipline practices are used at a higher rate with students from underrepresented populations such as Black and Hispanic students (McIntosh, Chard, Boland, & Horner, 2006; Vincent, Sprague, & Tobin, 2012). Exclusionary discipline equates with a reduction in instructional time, therefore, students who are excluded from school at a higher rate than their peers have reduced opportunities for learning. Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity, serves to support a positive school environment that teaches expected behaviors in the setting and reduces office discipline referrals (ODRs) in schools (Solomon, Klein, Hintze, Cressey, & Peller, 2012). This study examined the impact of PBIS implementation on ODR rates. Two hypotheses guided the study. Hypothesis 1: When PBIS is implemented with fidelity there is a main effect for years of implementation, with fewer ODRs in the fourth year of implementation than in the first year. Hypothesis 2: When PBIS is implemented with fidelity there is a greater reduction in the number of ODRs for Black students and for Hispanic students than for White students. The data used for this study was from the database of the Office of Special Education Programs (OSEP) National PBIS Technical Assistance Center, housed by the University of Oregon's Educational and Community Supports research unit (University of Oregon, 2016). The main hypothesis was tested with two two-way within schools ANOVAs. The first factor was the year of implementation with two levels (Year 1 vs. Year 4) and the second factor was ethnic subgroup with two levels (Black vs. White, or Hispanic vs. White). A significant interaction effect between year of implementation and subgroup would indicate a change in the size of the discipline gap from Year 1 to Year 4 for either or both comparisons. The findings for this study demonstrated no support for either hypothesis.
| Author | : Bettina B. Postles |
| Publisher | : |
| Total Pages | : 330 |
| Release | : 2011 |
| Genre | : Achievement tests |
| ISBN | : |
Download Do Rewards Work? Book in PDF, ePub and Kindle
School administrators across the nation continually search for programs that will increase both standardized state test scores and attendance rates for their student populations. The Positive Behavior Intervention and Supports (PBIS) program is a dual-purpose incentive-based program that many schools use to create a positive school environment by increasing attendance rates and decreasing office referrals. Past research has concluded that the rewards used in this program motivates elementary and middle school students to display good behavior and provides an additional incentive for them to attend school. This quantitative correlation study builds upon past research by investigating whether the middle school PBIS program positively affected the following variables: attendance rates, number of office referrals, and the Maryland Student Assessment (MSA) scores in math and reading. Two middle schools in Maryland that had been using the PBIS program for 3-5 years were compared to two similarly populated non-PBIS Maryland middle schools. The groups of students entering the sixth grade at the four middle schools were tracked for 3 years to determine if the PBIS program created a statistically significant positive differential at the two schools that had implemented the program when compared to the other two that had not. This study concluded that the PBIS program had no conclusive measurable positive effect on the number of office referrals, attendance rates, or MSA math and reading results when compared to the two schools that were not participating in the program.
| Author | : Ann C. Miles |
| Publisher | : |
| Total Pages | : 100 |
| Release | : 2013 |
| Genre | : Rewards and punishments in education |
| ISBN | : |
Download Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals Book in PDF, ePub and Kindle
Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.
| Author | : Michael Raymond Havener |
| Publisher | : |
| Total Pages | : 77 |
| Release | : 2011 |
| Genre | : Behavior modification |
| ISBN | : |
Download The Effects of Positive Behavior Interventions and Supports (PBIS) on Middle Level Students Book in PDF, ePub and Kindle
Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.
| Author | : Rosalind Flanigan Operton |
| Publisher | : |
| Total Pages | : 55 |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
Download The Effects of the First Year of Implementation of Positive Behavioral Intervention Supports Book in PDF, ePub and Kindle
Disciplinary practices and protocols in schools have been a notable concern over the past 30 years. The traditional punitive punishment-based tactics have not proven to be effective in changing student behavior. Positive Behavior Intervention Supports (PBIS) is a proactive alternative that puts whole school systems in a place wherein students and teachers share in the responsibility of building a culture and climate of behaviors that produce positive outcomes. Research based on the implementation of PBIS in schools has concluded that problem behaviors decrease, students and staff feel safe, and attendance improves. There is a body of research that concludes that implementing such changes is effective in reducing office discipline referrals in major disciplinary actions and in creating a positive school climate. The current study examined the effectiveness of changing from reactive, punitive, zero-tolerance practices to proactive positive behavioral interventions. The research focused on the effects of PBIS on the percentage and number of office discipline referrals (ODRs) for African-American and special education students after the first year’s implementation of PBIS in a school district of approximately 6,000 students. The results indicate that ODRs decreased during the implementation of PBIS.
| Author | : Keith C. Radley |
| Publisher | : Oxford University Press |
| Total Pages | : 464 |
| Release | : 2019-03-11 |
| Genre | : Psychology |
| ISBN | : 0190843233 |
Download Handbook of Behavioral Interventions in Schools Book in PDF, ePub and Kindle
Tasked chiefly with providing effective instruction, classroom teachers must also manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, and has been linked to reduced academic achievement, truancy, bullying, and loss of teacher time. As such demand is on the rise for intervention programs that may effectively reduce levels of problem behavior in schools. Handbook of Behavioral Interventions in Schools is a comprehensive collection of evidence-based strategies for addressing student behavior in the classroom and other school settings. Experts in the fields of special education and school psychology provide practical guidance on over twenty behavior interventions that can be used to promote appropriate student behavior. Framed within a multi-tiered system of support, a framework representing one of the predominant service delivery models in schools, interventions are categorized as Tier I, Tier II, or Tier III, and chapters provide insight into how students might be placed in and moved through respective levels of service intensity. Each chapter details a specific intervention strategy, and includes reproducible materials to facilitate use of the intervention, case studies, and further reading for school-based practitioners. Introductory chapters on behavior analysis, multi-tiered systems of support, and law and ethics place the practical guides in a context that is relevant for school-based practice. Walking readers through the entire process of assessment of problem behaviors to intervention and progress monitoring, Handbook of Behavioral Interventions in Schools is an invaluable resource for special education teachers, school psychologists, and trainees in these fields.
| Author | : Debbie J. Taylor |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Download The effects of school-wide positive behavior interventions and supports on the number of office discipline referrals and academic achievement at East Elm Middle School compared to Roughedge Middle School Book in PDF, ePub and Kindle
